This article proposes a duplex model for understanding giftedness. The first part of the duplex is the set of gifted skills and attitudes that one possesses as a result of heredity, the environment, and their interaction. It is the input that one has acquired from one's life experiences. The second part of the duplex is the utilization or…

William & Mary's Center for Gifted Education's mission is to foster talent development of high-ability individuals over their lifespan. This article highlights the Center for Gifted Education's programs and offerings to develop leaders in the field of gifted education and talent development. This article details professional learning programs…

American education has inherited beliefs and practices unaligned with 21st-century needs, which prevents us from providing an appropriate education to many students. To reimagine education, we must understand tensions between shifting societal values, developmental goals, and educational structures. After discussing some of the values that pull…

The study of giftedness and evolution toward talent development models have been approached mostly from an educational perspective. Talent potential development cannot be understood without comprehensively looking at all individuals' facets. This work proposes a theory by which talent potential, considered by the conjunction of cognitive and non…

The new edition of "Exploring Critical Issues in Gifted Education" presents problem-based learning scenarios that explore authentic situations found in K-12 classrooms. The real-world, current issue scenarios and cases described in this text are designed to be read and discussed in a short amount of time, allowing the reader to gain…

The notion of the human person, together with the importance that the Catholic community has, since its inception, given to the educational enterprise, has led various authors, including Augustine, Abelard, and Aquinas, among others, to reflect on the meaning of intellect and talents and their effects on education. Yet such reflections were never…

Research has been conducted at The William & Mary Center for Gifted Education in a variety of subject areas, making a significant impact on the field of gifted education, particularly in the area of low-income, underrepresented high-ability students. Early research focused on curriculum efficacy and program quality. Following the retirement of…

The role of creativity in teaching gifted children is essential for gifted students to develop their high abilities and creative potential. Teaching and fostering creativity and creative thinking within other academic domains can provide opportunities for excellence and achievement within students' talent development and interests. This manuscript…

The William & Mary Center for Gifted Education (CFGE) serves high-ability students and those with gifts and talents directly and indirectly through curriculum development, precollegiate learner programs, professional development for teachers and administrators, research, and doctoral programs. With an added focus on psychological needs, in…

This article explores how the teachers and students in Tanzania's special secondary schools conceptualize giftedness and talent. It draws on focus group discussions and interview data from a sample of 30 teachers and 73 students and analyzed through a reflexive thematic analysis procedure. The findings revealed commonalities in conceptualizing…

The present study aims to evaluate the quality of the national talent support system for people with High Ability (HA) in the educational context of Argentina. The objective is to offer a comprehensive review of education talent support, using the Actiotopic model to understand how the resources available in the educational environment affect the…

Gifted education is a broken talent pipeline. Gifted programs in primary schools provide access to honors and advanced curriculum in middle schools, which lead to advanced courses in secondary schools, which are pipelines to higher education institutions (Milner & Ford, 2007; Patrick et al., 2020). Though gifted students exist in all…

The authors introduce readers to quantitative text analysis and its potential for analyzing text-based nonreactive measures as a means of broadening the evidential basis within research on giftedness and talent. After defining quantitative text analysis and describing how it can augment survey studies for analyses at individual and cultural…

Starting from an appreciation of history, this article considers aspects on developing cognitive excellence in the context of core tensions and themes surrounding gifted education that continue to be relevant to present scholarship and society. We discuss some of the knowns and unknowns regarding cognitive talent development in the context of…

Despite multiple edited volumes dedicated to the various theories and conceptions of giftedness and talent that have been published over the past 40 years, the field of gifted education is still definitionally and paradigmatically fractured. These differences have led to a misunderstanding about the social and emotional experiences of gifted…